The study of factors which influence ratings of adequacy of the teacher preparation program at Iowa State University
Larry H. Ebbers
The major purpose of this study was to conceptualize and test a model to determine if certain factors influence ratings of adequacy of the teacher preparation program one year after graduation from Iowa State University. The study was based on longitudinal research data collected by the Research Institute for Studies in Education at Iowa State University of graduates of the teacher education program collected at time of graduation and one year following graduation. The factors selected for this study include gender, GPA, marital status, teaching level, adequacy rating at graduation, satisfaction with student teaching, self rating of student teaching behavior, overall rating of the teacher education program, congruency of job expectations between graduation and one year after graduation and satisfaction with current teaching position. A path analysis was done which found four factors influencing the adequacy rating of the preparation program one year after graduation. Those four factors in order of importance are: previous rating of adequacy at graduation; overall rating of the teacher education program; teaching level; and satisfaction with current teaching position. The four variables accounted for 47 percent of the variance.